Research on the spatial variation in ‘populist’ and ‘anti-establishment’ voting focuses on the role of ‘left behind places’, where these parties are particularly successful in regions that have been left behind economically or culturally. Applying this perspective to the German case, this paper examines the spatial distribution of ‘populist’ and ‘anti-establishment’ voting. Using micro-data from the German Socio-Economic Panel (GSOEP) and official regional statistics at NUTS 3 level, we construct a multilevel model to investigates the roles of socio-economic and demographic contextual and individual level determinants with the intention to vote for AfD, die Linke, and radical right or ‘anti-establishment’ parties in general in the 2017 federal election. Specifically, we explore how social capital – encompassing interpersonal relations and civic engagement – affects the likelihood of voting for these parties. Although social capital is commonly thought of as a shielding effect against ‘populist’ and ‘anti-establishment’ voting and strengthening political representation, its influence on anti-establishment voting remains vague. Based on original survey data from 2017, the results show that indicators of interpersonal relations and civic engagement in networks of civil society, specific forms of social capital, seem to play an important role in affecting voting behaviour, revealing that civically involved individuals are more likely to support established democratic parties, rather than voting for a ‘populist’ or ‘anti-establishment’ party.
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This article reflects on the workshop Bridging the KAP-gap in global education, which was part of the DEEEP-conference Global Justice through Global Citizenship. The objective of the workshop was, to learn about strategies to bridge the KAP (Knowledge, Attitude, Practice) -gap and to gain ideas how to apply these strategies to participants’ own practices. The workshop turned into a slightly different direction and raised some fundamental questions: What could one expect of global education? Which others factors influence learners’ behaviour? To which manner does global education aim to change behaviour? Should global education aim to change behaviour? This article summarizes the outcomes of an evaluation which was done amongst alumni-students of the minor programme Global Development Issues of Fontys University of Applied Sciences and the main issues that were discussed during the workshop, also based on the integrated model of behavioural prediction. The article ends with some lessons learned, especially for the curriculumowners of the minor programme, who organised this workshop.
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